Procurement remains one of the central functions in public- and private sector governance, yet relatively little attention has been given to how procurement capabilities develop during undergraduate education. This study addresses this gap by developing and validating an instrument to measure Procurement literacy of undergraduate students in Ghana. Drawing on CIPS Global Professional Standards and other policy frameworks, this study initially conceptualised six domains of procurement literacy. The initial instruments were refined through expert review before being administered to a sample of 554 students from selected public universities. The structure and psychometric properties of the administered instruments were examined using exploratory and confirmatory factor analyses. In total, a 30-item instrument grouped into five domains emerged: Ethical Procurement Practice, Procurement Planning and Decision-Making, Supplier and Contract Management, Digital and E-Procurement competency, and Legal and Policy Knowledge. The final 30-item scale demonstrated strong internal consistency, satisfactory convergent and discriminant validity, and measurement invariance across academic levels. Predictive validity was examined using the intention of students’ behavioural intention to engage in ethical procurement practices, with all dimensions showing positive and statistically significant associations. Differences in procurement literacy were also observed at academic levels, with effect sizes ranging from small to moderate. Harman’s single-factor test (48.5%) indicated that common method bias was not a threat. The findings suggest that procurement literacy can be measured reliably at the undergraduate level and that the instrument offers a practical tool for curriculum evaluation, instructional planning, and early capability assessment in procurement education.

The implementation of the Merdeka Curriculum requires teachers to possess adequate competence in developing contextual and meaningful Madrasah Lesson Plans (RPM). One of the main challenges lies in teachers’ ability to integrate deep learning approaches into instructional planning. This community service program aimed to enhance the competence of teachers at SD IT Al-Markazul Islami in developing deep learning–based Merdeka Curriculum lesson plans. The program employed a structured and participatory approach through training and mentoring activities, including conceptual presentations, group discussions, and hands-on practice in lesson plan development. Evaluation was conducted using a competence questionnaire administered to 20 participating teachers in the pretest and posttest stages. The data were analyzed descriptively. The results indicated that teachers’ competence scores in the pretest ranged from 54 to 63, with a mean score of 58.7, which fell into the moderate category. Following the intervention, posttest scores increased to a range of 89–97, with a mean score of 92.9, categorized as high. The improvement in scores ranged from 33 to 35 points for each participant. These findings demonstrate that the training and mentoring activities were effective in enhancing teachers’ competence in developing lesson plans aligned with the principles of the Merdeka Curriculum and deep learning approaches.

Abstract This study investigated the relationships among socio-emotional climate, positive interdependence, and group outcome among pre-service teachers participating in an eight-week online collaborative instructional planning (CIP) project. Furthermore, it examined the moderating effects of group composition – gender and group history – on these relationships. Participants completed the Group Processes Scale assessing their perceptions of socio-emotional climate and positive interdependence. Considering the nested data structure, hierarchical linear modeling (HLM) analyses were conducted to predict socio-emotional climate, positive interdependence, and group outcome. The study revealed a significant and strong positive relationship between socio-emotional climate and positive interdependence, indicating that each mutually enhances the other in online CIP. Both socio-emotional climate and positive interdependence were significant predictors of group outcome, while their effects were especially evident in “all-male” groups, as well as in groups with no prior collaboration history, suggesting that group composition factors can amplify the benefits of group dynamics. These findings underscore the importance of fostering both positive interdependence and a strong socio-emotional climate, while strategically considering group composition to enhance the success of online CIP.

Bullying, including cyberbullying, has increasingly affected Generation Alpha students in elementary schools, creating challenges for teachers in maintaining a safe and child-friendly learning environment in the digital era. This study aims to analyse the roles of teachers and principals in preventing and addressing bullying through the implementation of G.R. Terry’s management functions: planning, organising, actuating, and controlling at SDN 1 and SDN 2 Pasirjaya. A qualitative approach with a descriptive case study design was employed. Data were collected through in-depth interviews, participatory observation, and documentation analysis involving principals, teachers, and students. The findings reveal that teachers and principals have implemented POAC-based management strategies by integrating bullying prevention into instructional planning, establishing collaborative anti-bullying teams, applying character education and digital literacy approaches in daily learning activities, and conducting continuous supervision through behavioural evaluations and digital reporting systems. These practices indicate that the systematic application of management functions enables educators not only to respond to bullying incidents but also to proactively foster a child-friendly school culture and strengthen students’ ethical behaviour in digital spaces.

Madrasah principals' managerial leadership is crucial for enhancing teacher performance, a key factor in the quality of Madrasah Aliyah education. This study examines principals' managerial leadership practices to improve teacher performance, focusing on work discipline, academic supervision, and instructional planning. To address challenges such as inconsistent performance and discipline at Madrasah Aliyah Al Maarif and Al Ulfa in Garut Regency, this study uses a descriptive qualitative case study design. Data from interviews, observations, and documents were analysed using reduction, display, and verification, with triangulation to ensure validity. Findings show principals' leadership boosts performance through structured planning, organisation, implementation, and evaluation. Planning goes beyond administration, with principals as motivators and models. Organisation involves systematic learning management, professional development, democratic styles, and collaborative environments. Implementation leverages motivation, communication, and supportive settings to advance professionalism through guidance, supervision, and training. Evaluation provides direction, communication, and potential nurturing through monitoring and appraisals. Ultimately, effective leadership holistically integrates these functions with discipline, supervision, and planning to elevate teacher professionalism and educational quality.

This study examined the levels of teachers’ motivation and professional competence and their influence on teaching performance among 202 teachers from ten diocesan Catholic schools in the Province of Antique, Philippines, during School Year 2024–2025. Utilizing a descriptive–correlational research design, the study determined the extent of teachers’ motivation in terms of intrinsic and extrinsic factors, their level of professional competence in instructional planning, classroom management, and assessment practices, and their overall teaching performance. Data were collected through a validated researcher-developed survey questionnaire administered to all respondents. Descriptive statistical tools such as frequency, percentage, mean, and standard deviation were used to describe the levels of motivation, competence, and performance, while Pearson Product–Moment Correlation was applied to examine the relationships among the variables. The findings revealed that teachers demonstrated a high level of motivation, particularly in intrinsic dimensions such as commitment to teaching and personal fulfillment. Teachers’ competence was likewise rated high, reflecting strong instructional skills, effective classroom management, and appropriate assessment practices. Teaching performance was also assessed at a high level, indicating effective lesson delivery, active learner engagement, and a strong sense of professional responsibility. Correlation analysis showed significant positive relationships between teachers’ motivation and performance, as well as between teachers’ competence and performance. These results suggest that teachers who are both motivated and professionally competent are more likely to exhibit higher levels of teaching performance. Finally, strengthening teachers’ motivation and professional competence is essential in sustaining quality instruction in diocesan Catholic schools. The findings provide a basis for enhancing professional development programs, motivation strategies, and support systems aimed at improving instructional effectiveness and overall school performance.

Instructional planning in Senior High School chemistry is frequently informed by summative assessment outcomes, which offer limited diagnostic insight into students’ topic-specific learning needs. This study reports the development and preliminary validation of CHEM-LENS (Chemistry Learning Needs Survey), a curriculum-aligned diagnostic instrument designed to identify perceived learning difficulties across major chemistry domains. Employing a quantitative descriptive research design, CHEM-LENS was developed through a staged, theory-informed process encompassing curriculum-based item construction, readability evaluation, expert content validation, pilot testing, item analysis, and estimation of internal consistency reliability. The finalized 50-item instrument was administered to Senior High School students (n = 80), with a separate pilot sample (n = 50). Findings indicated acceptable preliminary measurement quality, including strong expert-rated content validity, satisfactory item functioning, and good internal consistency reliability (Cronbach’s α = .83). Results of the needs assessment revealed differentiated patterns of chemistry learning difficulty, with thermochemistry, chemical reactions, chemical bonding, and atomic structure emerging as high-priority learning need areas. In contrast, topics grounded in foundational concepts and real-life applications were perceived as less challenging. Collectively, these findings suggest that CHEM-LENS demonstrates adequate preliminary quality for diagnostic use and holds promise for supporting data-informed instructional planning in Senior High School chemistry. Further psychometric validation is recommended to strengthen its measurement properties and applicability across diverse educational contexts.

Learning difficulties among higher education students remain a critical issue, particularly in Islamic higher education institutions that integrate academic, moral, and spiritual dimensions. This study aims to analyze students’ learning difficulties from three main perspectives: psychological factors, learning strategies, and learning management at the Institute of Islamic Studies (Institut Agama Islam) Padang Lawas. A qualitative descriptive approach was employed, involving observations, semi-structured interviews, and document analysis. The participants consisted of undergraduate students and lecturers selected through purposive sampling. The findings reveal that students’ learning difficulties are strongly influenced by psychological factors such as low learning motivation, academic anxiety, limited self-confidence, and weak self-regulated learning skills. In addition, the dominance of conventional teaching strategies and limited student-centered learning practices contribute to low engagement and conceptual understanding. From a learning management perspective, constraints related to instructional planning, classroom organization, and evaluation systems further exacerbate students’ learning difficulties. This study highlights the importance of integrating psychologically informed instructional strategies and effective learning management to enhance students’ academic performance in Islamic higher education contexts.

This study explored the relationship between teachers’ creativity, instructional practices, and learners’ academic performance in the Schools Division of Antique during the 2024–2025 school year. A total of 365 teachers and learners participated, representing various school levels and subjects. The study aimed to determine how teachers’ creative approaches and instructional methods influence learners’ learning outcomes. Data were gathered through structured questionnaires for teachers and the analysis of learners’ final grades in core subjects. Findings revealed that teachers consistently demonstrated high levels of creativity in their instructional planning and classroom activities. Their instructional practices were similarly rated as effective, reflecting an ability to engage learners and facilitate meaningful learning experiences. Learners’ academic performance ranged from satisfactory to very satisfactory, suggesting that they benefitted from the instructional approaches employed by their teachers. The study also found that higher levels of teacher creativity and effective instructional practices were associated with improved learner performance, indicating that these factors work together to enhance educational outcomes. Among the two, teacher creativity emerged as the more influential factor in supporting student achievement. The study concludes that fostering creativity among teachers and promoting effective instructional strategies are crucial for enhancing learners’ academic success. It recommends that school administrators and policymakers provide professional development opportunities, resources, and supportive environments that encourage innovative teaching. By prioritizing creative and effective instructional practices, schools can improve the quality of education and better prepare learners to meet academic challenges.

This study examined the relationship between the learning environment in multigrade schools, teachers’ instructional practices, and learners’ academic performance in the Schools Division of Antique during School Year 2024–2025. The research aimed to determine how classroom conditions and teaching practices influence learners’ academic outcomes in multigrade settings. The respondents consisted of teachers and learners selected through stratified random sampling. Data were gathered using a structured survey questionnaire to assess the learning environment and teachers’ instructional practices, while learners’ academic performance was obtained from official school records. Findings revealed that the learning environment in multigrade schools was generally perceived as supportive and conducive to learning. Classroom climate and positive peer interactions were identified as key strengths that contributed to a favorable learning atmosphere. Teachers’ instructional practices were likewise rated highly, particularly in terms of lesson planning, organization of learning activities, and the use of appropriate instructional strategies to address diverse learner needs. Learners’ academic performance was found to be at a satisfactory to very satisfactory level, indicating that most learners were able to meet expected learning outcomes. The results further showed meaningful relationships among the learning environment, instructional practices, and learners’ academic performance. A positive classroom climate and well-planned lessons emerged as important factors that influenced learners’ academic success. The study concludes that a supportive learning environment combined with effective instructional practices plays a crucial role in enhancing academic performance in multigrade schools. It is therefore recommended that school administrators and teachers continue to strengthen classroom conditions, improve instructional planning, and promote collaborative learning practices to sustain and further improve learners’ academic outcomes.

This study examined the levels of teachers’ Information and Communication Technology (ICT) skills, their technology integration practices, and the influence of these factors on learners’ academic performance in the Schools Division of Antique during the year 2025. Using a descriptive-correlational research design, the study determined teachers’ ICT competencies and their use of technology in instructional planning, lesson delivery, and assessment, as well as the extent to which these practices are related to learners’ performance. The respondents were 344 teachers actively engaged in instructional duties, selected through total enumeration to ensure comprehensive representation. Data were gathered using a researcher-developed and validated questionnaire that underwent expert review and pilot testing, yielding a high reliability coefficient (Cronbach’s alpha = 0.88). Results showed that teachers demonstrated high levels of ICT skills, particularly in software proficiency and digital literacy. Technology integration practices were likewise rated high, with the use of technology in lesson planning obtaining the highest mean. Learners’ academic performance was also rated high, especially in ICT-facilitated assignments and classroom participation. Correlation analysis revealed significant positive relationships between teachers’ ICT skills and learners’ performance, as well as between technology integration and learners’ performance. These findings indicate that teachers’ ICT competence and effective technology integration play a vital role in enhancing learner engagement and academic achievement. The study recommends sustained professional development, adequate provision of ICT resources, and mentoring programs to further strengthen teachers’ technological capacity and instructional effectiveness.

This pilot study examined the effects of the Comprehensive Health Educator Core Knowledge and Skills professional development (CHECKS PD) package on health education (HEd) teacher instructional competencies in one US Pacific Northwest school district. During the 2021-2022 academic year, the CHECKS PD package was delivered to secondary school HEd teachers (n = 32). Pre/post surveys measured changes in HEd teachers' perceived instructional competencies (i.e., essential knowledge and skills). Wilcoxon signed-rank tests examined changes in teachers' (n = 15) perceived instructional competencies before and after participating in CHECKS PD. Following CHECKS PD participation, teachers perceived their instructional competencies improved in: assess student needs (Z = -2.26, p = 0.02), child/adolescent development (Z = -2.02, p = 0.04), communicate effectively and efficiently (Z = -2.20, p = 0.03), evaluate student performance (Z = -2.31, p = 0.02), plan instruction (Z = -2.70, p = 0.01), pedagogical content knowledge (Z = -2.08, p = 0.04), and professional standards and policies (Z = -2.56, p = 0.01). Using the skills-focused CHECKS PD package may enhance HEd teachers' instructional competencies. Future research with larger samples of HEd teachers from geographically diverse settings is needed.

AI Literacy Is Information Literacy: One Academic Library's Plan for AI Instruction

Abstract: This study aimed to examine the effect of the K.W.L strategy on developing scientific attitudes among eighth-grade female students in the subject "Science for All." experimental design with two groups (experimental and control) was employed, using pre- and post-tests to measure scientific attitudes. The sample consisted of 71 students from Parwa Basic School in Erbil during the 2024–2025 academic year, with 35 students in the experimental group taught using the K.W.L strategy and 36 students in the control group taught using the traditional method. Equivalence between groups in demographic and academic variables was ensured, and a reliable and valid instrument was developed to measure scientific attitudes. Forty instructional plans (20 per group) were prepared and implemented by a single teacher to control variables. Statistical analysis using independent and paired-samples t-tests and Cohen’s d revealed statistically significant differences in favor of the experimental group. The findings indicate that the K.W.L strategy is more effective than the traditional method in enhancing scientific attitudes among eighth-grade students.

Nursing profession is known to be a noble but disciplined profession which involves delivery of health care to the society.Nursing students are vulnerable to stress due to the ever-changing nature of college life.Stress during this period can result in several negative outcomes,such as poor academic performance,elevated burnout levels,and diminished personal well-being.Emotional intelligence is a concept that should be at main concern in this professional field,as it has the impending impact on the excellence of patient care and health care outcomes.Present study was conducted to assess & describe the Relationship among Perceived Stress, Emotional Intelligence and Coping Strategies of Nursing Students.A modular instructional plan was also prepared & distributed among all participants in a view to enhance their understanding about prevalent stressors, common coping strategies used to resolve the stress & techniques to develop emotional intelligence among them.The results revealed that in correlation among variables, correlation between perceived stress and emotional intelligence indicates Very low Negative and statistically Non-significant correlations (P>0.05).Correlation between emotional intelligence and coping strategies indicates Low but statistically Significant correlations(P<0.05). There was found to be significant association between perceived stress with the selected demographic variables(P<0.05)whereas there is no significant association was found between emotional intelligence , coping strategies and selected demographic variables of B.Sc.(N) students respectively (P>0.05).Satisfaction level of respondents towards the modular instructional plan shows that 48.4% were fairly satisfied and 46.8% were highly satisfied with the content of the material provided. As far as feasibility to implement the modular instructional plan is concerned, a higher proportion of 64.8% samples feel that it is highly feasible.

This study investigates the implementation of formative assessment in special schools as a pedagogical strategy to support learning among students with mild intellectual disabilities. Using a qualitative case study approach, the research was conducted at SLB Frobel Montessori 1 (Jakarta) and SLB Frobel Montessori 2 (Depok), involving classroom teachers directly responsible for designing and applying formative assessment. Data were gathered through in-depth interviews, participant observation, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings show that formative assessment was initiated through structured routines to enhance student readiness, but was often constrained by short attention spans and limited assessment media. Teachers employed flexible strategies to address behavioral and instructional challenges, including simplified instructions, visual aids, and differentiated rewards. While assessment results were used to inform instructional planning, the application remained informal due to resource limitations and diverse student abilities. Additionally, the absence of institutional support—such as training, teaching assistants, and adaptive materials—posed a significant barrier to sustained implementation. The study concludes that while teachers exhibit strong commitment and creativity, the effectiveness of formative assessment depends on systemic support, professional development, and context-responsive assessment models tailored to special education settings.

Purpose: This study aims to examine how institutional strategies and family mediation contribute to the fostering of students’ religious character within emergency online learning contexts. Departing from the disruption caused by the Covid-19 pandemic, the study focuses on how primary education institutions adapt character education practices when face-to-face interaction is suspended. Rather than treating religious character formation as an individual outcome, this research frames it as a socially mediated and institutionally coordinated process involving schools, teachers, and families. Methods: The study employed a qualitative descriptive approach using a field-based research design. Data were collected through in-depth interviews with school leaders and classroom teachers, direct observation of online learning practices, and document analysis of instructional plans and student learning records. Triangulation of data sources was applied to ensure credibility and analytical rigor. Data analysis followed an inductive process involving data reduction, thematic categorization, and interpretative synthesis to capture patterns of institutional practice and social interaction. Findings: The findings reveal that religious character education can be sustained during emergency online learning through consistent institutional routines, symbolic religious practices integrated into digital instruction, and intensive communication between teachers and parents. Family mediation emerged as a critical factor in translating institutional values into daily student behavior. Despite technological and socio-economic constraints, collaborative governance between schools and households enabled continuity in religious character formation. Significance: This study contributes to contemporary social and educational studies by demonstrating that character education during crisis situations is not solely dependent on instructional technology, but on adaptive institutional strategies and family-school partnerships. The findings offer transferable insights for educational administrators and policymakers seeking resilient models of value-based education in digitally mediated learning environments.

The digital transformation in education has encouraged the adoption of innovative learning media, one of which is the use of educational games (edugames) in English language teaching. This study aims to explore secondary school students' perceptions of the use of digital edugames in English language learning. A qualitative approach with a case study design was employed to gain an in-depth understanding of students' learning experiences through in-depth interviews, participant observation, and documentation. Participants included eighth and ninth grade students from a secondary school in North Sumatra who actively used edugame applications such as Quizizz, Wordwall, and Kahoot during their learning activities.The findings reveal that students hold positive perceptions of edugames in terms of motivation, learning engagement, and content comprehension. Digital games were found to support vocabulary and grammar acquisition in a contextual and enjoyable environment. However, technical constraints such as device availability and internet access remain challenges in implementation. Students’ perceptions were also shaped by the role of teachers in designing and facilitating the use of edugames in a structured and pedagogically sound manner. Hence, digital edugames are considered effective when integrated systematically and interactively into instructional planning. This study highlights the importance of technology-integrated learning approaches and students' active involvement in selecting instructional media.

Although the implementation of Outcome-Based Education (OBE) has received considerable attention in higher education research, studies that specifically examine lecturers’ ability to design OBE-based Semester Learning Plans (Rencana Pembelajaran Semester, RPS) for Islamic Religious Education courses remain limited. This study aimed to analyze lecturers’ ability to develop an OBE-based RPS for the course Evaluation of Islamic Religious Education Learning. The study employed a qualitative approach with a document analysis design, involving a single RPS document as the primary data source. Data were collected through a systematic document review using an OBE-based RPS analysis instrument and were analyzed with descriptive–analytical techniques. The findings indicate that the lecturer’s ability to design an OBE-based RPS falls into the “good” category, as reflected in the alignment between learning outcomes, instructional strategies, and assessment techniques. Nevertheless, several components still require refinement, particularly in formulating measurable performance indicators and clarifying the explicit linkage between Course Learning Outcomes (Capaian Pembelajaran Mata Kuliah, CPMK), learning activities, and assessment. These findings contribute to the development of the concept of OBE implementation in higher education and extend understanding of instructional planning practices in the context of Islamic Religious Education. The study concludes that the clarity of learning outcome indicators plays a crucial role in the effectiveness of OBE-based instructional planning and recommends strengthening the capacity of lecturers and study programs in developing outcome-oriented RPS documents. The implications of this research include theoretical contributions to enriching the OBE literature and practical implications for higher education institutions in improving the quality of instructional planning, while also opening avenues for further studies on the alignment between OBE-based planning and classroom implementation.

This study explored the role of technological devices in supporting the cognitive development of young learners. Specifically, it examined how access to educational content, learning ability, and digital literacy relate to improvements in numeracy skills, literacy skills, memory and recall, attention and concentration, social and emotional development, and problem-solving abilities. A descriptive-correlational design was used, involving 72 teachers and 342 learners from selected schools. Data were gathered through validated survey questionnaires and analyzed using descriptive statistics and correlation analysis. Findings revealed that teachers strongly agreed on the positive influence of technology, with high mean scores across all areas. Notably, digital tools were perceived as most effective in enhancing literacy skills and problem-solving abilities. The results showed significant positive correlations between the quality of educational content, learning ability, digital literacy, and all dimensions of cognitive development, with the strongest relationships observed in literacy and social-emotional skills. These findings align with recent studies highlighting the benefits of interactive and adaptive digital resources in fostering engagement, motivation, and skill acquisition. The study suggests that integrating well-designed technology into instruction can enrich learning experiences and build essential cognitive competencies. It recommends continuous professional development for teachers, improved access to devices, and the implementation of structured digital literacy programs. This output includes an enhanced instruction plan as a proposal to the Department of Education to guide effective and equitable technology integration. Overall, the research underscores technology’s vital role in shaping learners’ readiness for success in a rapidly changing, digital-driven world.